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KADIKMA
Published by Universitas Jember
ISSN : 20850662     EISSN : 26863243     DOI : -
Core Subject : Education,
Mathematics
KadikmA (p-ISSN: 2085-0662 dan e-ISSN: 2686-3243) adalah jurnal nasional bidang Matematika dan Pendidikan Matematika yang diterbitkan oleh Program Studi Pendidikan Matematika, FKIP, Universitas Jember. Kadikma terbit 3 kali dalam setahun pada bulan April, Agustus dan Desember. Jurnal Matematika dan Pendidikan Matematika (Kadikma) berfokus pada penelitian matematika murni, matematika terapan, dan pendidikan matematika melalui artikel yang relevan. Jurnal Matematika dan Pendidikan Matematika (Kadikma) menyambut baik setiap artikel tentang penelitian matematika murni, penelitian matematika terapan, penelitian pendidikan matematika di dalam kelas yang relevan, mengevaluasi dan melaporkan praktik pendidikan guru dalam pembelajaran matematika, meninjau masalah topikal dan melaporkan keberhasilan dalam pendidikan matematika.
Arjuna Subject : Matematika - Matematika Terapan
Articles 539 Documents
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ANALISIS PROSES BERPIKIR KREATIF SISWA KINESTETIK DALAM MEMECAHKAN MASALAH MATEMATIKA BERDASARKAN TAHAPAN WALLAS Setiawani, Susi; Syafitriyah, Dini; Oktavianingtyas, Ervin
Kadikma Vol 8 No 1 (2017): April 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i1.5252

Abstract

Abstract. This research is aimed to describe the creative thinking process of kinesthetic students in solving Mathematics problems based on Wallas Stage. The type of this research is descriptive research with qualitative approach. Data collection method used in this research is questionnaire, test, and interview. The research participants were 8 student's kinesthetic learning style on the X grade of Tissue Culture Cultivation Department of SMK Negeri 5 Jember. Based on Wallas Stage, creative thinking is classified into 4 stages, preparation, incubation, illumination, and verification. The result of the research shows that kinesthetic learning style of student's creative thinking process is different, the student passed creative thinking stage as proposed by Wallas. Student of kinesthetic learning style shows the same behavior in passing preparation stage, they are able to dig up the beginning information in the task, in illumination stage students gain the inspiration to solve, in incubation stage there were 5 students who distract the attention by trying to write in blur paper and 3 students distract the attention by pausing for a moment and doing nothing, in verification stage there are 7 students that shows the same behavior which is rechecking problem solving to the reality and one student did not pass the verification stage. Keywords: Creative thinking based on Wallas Stage, Kinesthetic Learning Style, Problem Solving
ANALISIS MISKONSEPSI SISWA DALAM MENYELESAIKAN SOAL MATEMATIKA BERSTANDAR PISA DENGAN MENGGUNAKAN CERTAINTY OF RESPONSE INDEX (CRI) Ramadhan, Mustafa; Sunardi, Sunardi; Kurniati, Dian
Kadikma Vol 8 No 1 (2017): April 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i1.5276

Abstract

Abstract. This study aims to identify student misconception in solving PISA standard mathematic problems using CRI (Certainty of Responses Index), to describe and determine the percentage of forms of student misconception. The instrument used in this study is reasonable multiple choice test and interview guidelines. To answer the question, students are required to write the process in solving the question and choose the answer, besides the students are asked to put CRI value (0-5) based on their level of confidence in answering the question. A student can be declared to understand the concept, misconception and ignorance of the concept by comparing the answer with CRI value which is filled by the students, and the misconception form that occurred can be determined by checking the process in solving the question. Based on the research result, the misconception percentage on the aspect of the process of formulating the situation mathematically on PISA problem is 18, 25%, on the aspect of the process of using concept, fact, procedure and mathematic reasoning the misconception percentage is 7,76% and on the aspect of the process of interpreting, applying, and evaluating mathematic result, the misconception percentage is 13,8%. The misconception forms that occurred are 13,6% of translation misconception, 7,7% misconception of concept, 10,6% of misconception of strategy, 9,1% of systematical misconception, 4,5% of misconception sign.and 4,5% of misconception on calculation. Keyword: Misconception, Certainty of Response Index (CRI), PISA, Students’ Misconception
ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DALAM MEMAHAMI MASALAH SEGIEMPAT Faradina, Apriliana Tezha Eka; Sunardi, Sunardi; Trapsilasiwi, Dinawati
Kadikma Vol 7 No 1 (2016): April 2016
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v7i1.5467

Abstract

Abstract. Mathematics communication ability is the ability to present ideas to other people. Mathematics communication ability can be written and verbal. This research aimed to describe the student’s mathematics communication ability in understanding quadrilateral problems. The type of this research is descriptive qualitative research with the subjects of students class VIII SMPN 1 Jember amounted to 9 students who have categorized the ability of mathematics. Methods of data collection in this research are documentation, test and interviews. Based on the average from the test of written mathematics communication ability reinforced by interviews and tests of verbal mathematics communication ability, the ability of students' mathematics communication in understanding the quadrilateral problems are varied.. There are 4 students who have high mathematics communication ability, 2 students who have medium mathematics communication ability and 3 students who have low mathematics communication ability. Students who have high mathematics communication ability are able to fulfill 2-3 indicator of written mathematics communication ability (expressing and understanding mathematical ideas and use mathematical terms/notations) and 2-3 indicator of verbal mathematics communication ability (expressing and understanding mathematical ideas and use mathematical terms/notations). Students who have medium mathematics communication ability are able to fulfill 2 indicators of written mathematics communication ability ( understanding the mathematical ideas even if there are errors and use mathematical term/notations) and 2 indicators of verbal mathematics communication ability (expressing mathematical ideas and understanding mathematical ideas although there are still errors or using mathematical terms/notations). Students who have low mathematics communication ability are able to fulfill 1-2 indicator of written mathematics communication ability (understanding the mathematical ideas even if there are errors and use mathematical terms/notations) and 1 indicator of verbal mathematics communication ability (understanding mathematical ideas or use mathematical terms/notations even if there are errors). Keywords: Mathematics Communication Ability, Mathematical Ability, Quadriaterals
PENGEMBANGAN LEMBAR KERJA SISWA (LKS) MATEMATIKA BERORIENTASI SCIENTIFIC APPROACH UNTUK MENUMBUHKAN KEMAMPUAN HIGHER ORDER THINKING (HOT) POKOK BAHASAN TRIGONOMETRI PADA SISWA SMA KELAS X Wardhani, Indah Figa; Hobri, Hobri; Oktavianingtyas, Ervin
Kadikma Vol 8 No 2 (2017): Agustus 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i2.5659

Abstract

Abstract. Education is one of the factors to the nation's progress. Education is developed through oriented scientific approach. It is acapted in increasing the students thinking ability. Moreover, scientific approach is an approach that trains the students to resolve contextual problems. Therefore, the students ability in resolving the problems can make them in higher order thinking. Especially in implementation of Curriculum 2013 the Student Worksheet (LKS) can cultivate their ability of high order thinking. The purpose of this research is to describe the process and result Development of LKS oriented to scientific approach to improve the higher order thinking ability. The research her use Plomp mode 5 phases, that is preliminary investigation, design, realization, test, evaluation, revision and implementation. The quality achievement criteria of the LKS are validity, practicality and effectiveness. The results of validity data in LKS showed that 3,8 are in a good category, the result of practicality data in LKS showed that the teacher activity during the teaching and learning show is 88,46% in the first meeting, and 92,31% in the second meeting.. The result of effectiveness data in LKS is scored by 1) Student’s activity showed 79% in the first meeting, and 83, 4% in the second meeting; 2) student’s learning outcomes showed 90%; and 3) the result of the student's positive response showed 79% to 86%. Therefore, LKS can be said to be valid, practical and effective. The LKS products are oriented scientific approach with 5M stages and meet higher order thinking level. Keyword: Student Worksheet, Scientific Approach, Higher Order Thinking
PENGEMBANGAN PAKET SOAL MODEL PISA KONTEN CHANGE AND RELATIONSHIP UNTUK MENGUKUR KEMAMPUAN PENALARAN DAN KOMUNIKASI MATEMATIS SISWA Putri, Inge Wiliandani Setya
Kadikma Vol 8 No 2 (2017): Agustus 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i2.6485

Abstract

Abstract: PISA performance becames one of important eduacation indicator in a country. Indonesia has decided to join PISA since 2000. However the Indonesian PISA result is not surprising enough. Even, in 2012, Indonesian score in PISA lies at the lowest rank, namely 64 out 65 observed country. One of major factor is the teacher knowledge shortages of solving PISA test as well as most of teachers do not know how to develop a PISA-like test. In this paper, we try to develop a PISA-like test and implement it in a small group of students to assess their mathematical reasoning and communication ability. The result show that, from 26 respondents involved in this research, two students achieves on four level, four students achieve on three level, thirteen students achieve on two level, and seven students achieve on one level. Keywords: Pisa-like math test of change and relationship content, the students’ ability of mathematical reasoning and communication.
PROSES BERPIKIR SISWA BERKEMAMPUAN METAKOGNISI RENDAH DALAM MENGERJAKAN SOAL ARITMETIKA Pratiwi, Putri Indah; Dafik, Dafik; Setiawani, Susi
Kadikma Vol 8 No 3 (2017): Desember 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i3.6879

Abstract

Abstract. This research is a descriptive qualitative research. The purpose of this research was to describe the thinking processes of students capable of Metacognition is low in an arithmetic problem. Method of data collection consists of questionnaire, tests and interviews. The subject of this research as much as 2 students are selected based on the results of questionnaire the ability of Metacognition with the lowest score. The results of this research, students capable of Metacognition indicators able fulfilled implementation of the concept but it has a disadvantage in concluded, provide examples, and suggested the idea. Keywords: The Process of Thinking, Students Capable of Metacognition Is Low, Arithmetic.
PENGEMBANGAN INDIKATOR 4 C’s YANG SELARAS DENGAN KURIKULUM 2013 PADA MATA PELAJARAN MATEMATIKA SMP/MTs KELAS VIII SEMESTER 2 Setiyawati, Endah Dwi; Sunardi, Sunardi; Kurniati, Dian
Kadikma Vol 8 No 3 (2017): Desember 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i3.6968

Abstract

Abstract. This research aims to describe process and development result of 4 C’s indicators that in accordance with curriculum 2013 on the second semester mathematics subject of eighth grade junior high school. The 4 C's indicators is the basic skill that students needed in the 21st century to. According to P21, 4 C’s abilities are critical thinking, creative, collaboration and communication. eighth grade be able to compete in the global community material on the second semester consists of 5 chapters(1) Pythagorean theorem, (2) t circle, (3) flat face three dimentional object, (4) statistics, and (5) opportunities. Research type which is used in modified Plomp's development model consists of 4 phase which are, (1) initial investigation phase; (2) designing phase; (3) realisation/construction phase; (4) test, evaluation, and revision phase. The implementation phase is not used in this research. The data collection process is done through product validity test which has been developed by several lecturers and teachers. Validation result of this 4 C’s indicators development has 3,876 Therefore, it can be concluded the development 4 C’S indicators that in accordance with with 2013 curriculum on the second semester mathematics subject of eighth grade junior high school has been qualified valid criterion. Keyword: Plomp's development model, 4 C's indicators, Curriculum 2013.
ANALISIS DUA KONEKSI PELANGI PADA GRAF HASIL OPERASI PERKALIAN ARTESIAN GRAF KIPAS F_(1,3) DAN GRAF LINGKARAN C_n SERTA KAITANNYA DENGAN KETERAMPILAN BERPIKIR TINGKAT TINGGI Wijayanti, Elsy; Dafik, D; Oktavianingtyas, Ervin
Kadikma Vol 9 No 1 (2018): April 2018
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v9i1.7758

Abstract

Abstract. The rainbow connection of the graph of G = (V, E) if for each pair of points u and v in G there is a path with points u and v as the end points on each side obtaining different colors, the path is called the rainbow path. The rainbow-connected number graph G is the smallest positive integer such that G has a rainbow connection staining denoted rc(G). While the graph is said to be a rainbow 2-connected staining on G if for each pair of points u and v on the sides there are 2 different paths, with u and v being the end points of each side obtaining different colors and 2 passages can not intersect each other, denoted rc2 (G). Let G be the graph connected with so that , with d is degrees. Let G be a rainbow so that where κ is the number of paths of rainbow connecting every two distinct points in G. The results of this research are new theorem about the rainbow connection and 2-rainbow connected. Keywords : rainbow connection, 2-rainbow connected, rainbow path
ANALISIS KETERAMPILAN METAKOGNITIF SISWA PADA TAHAPAN KETERAMPILAN PREDIKSI DAN EVALUASI DALAM PEMBELAJARAN MODEL COLLABORATIVE LEARNING Susanto, S; Sefrida, Rizqi Dwi; Sunardi, S
Kadikma Vol 9 No 1 (2018): April 2018
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v9i1.8420

Abstract

Metacognitive skills is one of the skills that help students in learning math. One way to strengthen students' metacognitive skills by using collaborative learning. This research aims to describe the students’ metacognitive skills in the stages of prediction and evaluation skills by using collaborative learning about Pythagorean theorem at Islamic’s School One Atap Jember. The subject of this research is all students of class VIII B that consist of 20 students in each class. Then, they were formed in 4 study groups, so each group consisted of 5 students. The results in this study were obtained through the students worksheet at the collaborative learning and interview process by representatives of each group. Based on the results of students worksheet, the stage of prediction skills in exploration and transformation learning stage could be fulfilled by the four groups. While the evaluation skill at the reflection learning stage only be met by two groups, the other groups did not meet it because they have not justify the step or the calculation process that has not been appropriate. Based on the results of interviews from the four representatives of the group it can be seen that the prediction skills only be met by two representative groups, that are students with high and medium skilled. Keywords: Metacognitive skills, collaborative learning, prediction skills, evaluation skills.
ETNOMATEMATIKA PADA PURA MANDARA GIRI SEMERU AGUNG SEBAGAI BAHAN PEMBELAJARAN MATEMATIKA Setiawan, Toto Bara; Wahyu, Sri; Sunardi, S
Kadikma Vol 9 No 1 (2018): April 2018
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v9i1.8441

Abstract

This research aims to describe the ethnomatematics of carving on the buildings in the Mandara Giri Semeru Agung Temple as geometry transformation learning. The type of this research is qualitative descriptive research. The data collection methods of this reasearch are observation and interview. The subjects of this reasearch are two temple builders and one religian of Hindu. The results of this reasearch showed that there are etnomatematics on the buildings in the Mandara Giri Semeru Agung Temple and produce summary of the worksheets of students based on ethnomatematics. Waringin Lawang Temple has an element of reflection. Kurung Temple has an element of congruence. Padmanabha has an equilateral triangle shape. Bale Ongkara has a square pyramid roof. Bale Gong has a prismed roof shape. Meru has a pyramid shape. The carvings in various buildings of Pura have reflection elements (reflection on X axis, reflection on Y axis), translations (X-axis and Y-axis translation), and rotation (180 degree rotation through origin). The learning materials obtained in this research is a summary of student worksheets on the geometry transformation, similarity, congruency, plane and space. Keywords: Etnomathematics, Geometry Transformation, Similarity, Congruency, Space

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